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  • 101.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Recognizing the needs - Student teachers´ learning to teach from teaching2008In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, no 1, p. 92-107Article in journal (Refereed)
    Abstract [en]

    This paper is based on an exploration of the ways in which primary science student teachers recognizeand learn about issues that shape their own professional learning. The paper discusses differentperspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical contentknowledge, and explores how elements of knowledge are to be recognized and further developedwithin primary teacher education. Primary science student teacher participants (n = 25) were stimulatedto use portfolios as a tool to reflect upon situations within their six weeks teaching practice inpre- and primary schools in order to facilitate recognizing their knowledge needs. The results give aninsight into what situations within the teaching practice that student teachers consider as importantfor their own learning to teach primary maths and science

  • 102.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Student teacher's learning of physics in the collision of discourses2005Conference paper (Refereed)
  • 103.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Teaching for understanding – The complex nature of PCK in pre-service education2007In: ESERA 2007: European Science Education Research Association, International Conference in Malmö, Sweden, August 21-25, 2007, Malmö, Sweden: Malmö University , 2007, p. 120-120Conference paper (Refereed)
    Abstract [en]

    This paper focuses on the complexity and difficulties of identifying and developing student teacher's Pedagogical Content Knowledge during pre-service education. An empirical study was conducted on six primary science student teachers' learning in school practice when teaching pupils aged 9-11 in physics during a year. One third of the lessons were videotaped and the student teachers were later interviewed using the video tape for stimulated recall. Participants reflected on the pupils' and their own language and actions in the classroom and discussed their professional teaching ability and their own conceptual understanding of physics. The study emphasises the role of teaching experience and reflection in science teacher education and discusses strategies associated with integrating the practical and the theoretical in teacher education to create opportunities for student teachers to develop their PCK.

  • 104.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education2008In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 10, p. 1281-1299Article in journal (Refereed)
    Abstract [en]

    This paper explores the development of student-teachers' pedagogical content knowledge (PCK) during pre-service education. Four student-teachers in mathematics and science participated in a project teaching physics to students aged 9-11 years once a week over a 12-month period. One-third of the lessons were videotaped and the student-teachers were later interviewed using the videotape for stimulated recall. Participants reflected on their classroom practice based on their conceptual understanding of physics. This empirical study emphasises the role of teaching experience and reflection in science teacher education as a way of better understanding the complex entities that constitute a knowledge base for teaching. The paper draws attention to the value of student-teachers participating in experiences that might contribute to the development of their PCK and supports a view of PCK development as a process of transformation.

  • 105.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    The amusement park as a learning context of physics2005In: Haushalt und Bildung, ISSN 2193-8806, Vol. 82, no 2, p. 17-24Article in journal (Refereed)
    Abstract [en]

    Too often we hear that physics is a difficult and boring subject. To changethe attitudes towards physics one has to reflect on how the subject is taught. Anamusement park is a large hands-on physics laboratory that provides excellentdemonstrations of textbook examples on e.g. acceleration, rotation and freefallingbodies. This article opens up the amusement park as a learning contextproviding a wide variety of experimental possibilities and exciting learningrides

  • 106.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Trainee Teachers´ Reflection — A process study from preparation to a metacognitive experience2006In: Towards research-based science teacher education, Aachen: Shaker Verlag, 2006, p. 53-64Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    The aim of the study is to discuss experience and reflection referring to an empirical study of 54 primary science trainee teachers’ reflection on their science teaching to portray important factors for primary science trainee teachers´ professional development. I discuss and articulate how they reflect on why they chose a particular content for their instructions, how they interact with the pupils, the pupils’ learning, and their own learning and development of Pedagogical Content Knowledge. I use the Shulman model of Pedagogical Reasoning and Action to make a process analysis and to portray trainee teachers’ development of a new comprehension through reflection and evaluation of the process. I also use the Content Representation (CoRe) to stimulate trainee teachers’ reflection. The CoRe outlines some of the aspects of PCK `most attached to the content` e.g. knowledge of alternative conceptions, insightful ways of testing for understanding, known points of confusion, effective sequencing and important approaches to the framing of ideas. I also used questions to the pupils aimed to focus on their experiences of the lesson and also how they experience their own learning. When trainee teachers engage in reflective processes that contribute to constructing their knowledge, they begin to understand the tentativeness of knowledge about science teaching and learning.

  • 107.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Trainee Teachers’ Reflection: A process study from preparation to a metacognitive experience2006In: Towards Research-based Science Teacher Education: Proceedings of the 18th Symposium on Chemical and Science Education held at the University of Bremen, 15-17 June 2006, Aachen: Shaker Verlag, 2006, p. 53-64Conference paper (Refereed)
  • 108.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Trainee Teachers’ Reflection: From a Preparation of the lesson to a metacognitive experience2006In: Proceedings of the XII IOSTE symposium, Penang: Universiti Sains Malaysia , 2006Conference paper (Refereed)
  • 109.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Understanding and assessing science student teachers´ contemporary pedagogical content knowledge2010In: 20th Symposium on Chemistry and Science Education: Implications from Science Education Research for Orientation, Strategies and Assessment - Program, Abstracts and Information, 2010, p. 111-122Conference paper (Refereed)
    Abstract [en]

    This paper is based on a science teacher education research project that aims to connect what we know from research on [formative] assessment with what we know about student teachers ́ development of pedagogical content knowledge (PCK), and, as a consequence, seeks to determine how an articulation of this knowledge can inform innovative and meaningful approaches to science teacher education. The message inherent in the project is the potential to positively focus on formative assessment of student teachers’ development of PCK in order to determine how that can contribute to student teachers’ professional learning in ways that they personally value. Therefore, an important consequential activity is the ability to develop a contemporary framework of quality pre-service teaching that builds out of the ways in which student teachers come to understand and develop their PCK.

  • 110.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    What do we know and where do we go?: Formative assessment in developing student teachers’ professional learning of teaching science2013In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 19, no 2, p. 188-201Article in journal (Refereed)
    Abstract [en]

    In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self-and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers PCK in pre-service teacher education. © 2013 Taylor & Francis Group, LLC.

  • 111.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    What do we need to learn?: Student Teachers´ Teaching Concerns for Learning to Teach Primary Science2008Conference paper (Refereed)
    Abstract [en]

    Teaching is a complex undertaking and often requires managing unforeseen circumstances, unexpected situations and difficult dilemmas. This paper reports on an empirical study of 22 primary science student teachers’ planning, conducting and evaluating a science lesson with students aged 4-11. The aim of the study was to empirically illustrate how student teachers through reflecting on incidents within the process of planning, conducting and evaluating their first primary science lesson, perceive teaching concerns relevant for their future practice. The critical incidents were identified as situations within the teaching context that put the student teachers “on the spot” – leading to a revision of their immediate feelings, their planned teaching and of their understandings of science.

  • 112.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    When Teaching Makes a Difference: Developing science teachers´ pedagogical content knowledge through learning study2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 11, p. 1794-1814Article in journal (Refereed)
    Abstract [en]

    It is a common view that developing teachers’ competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers’ pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students’ learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students’ learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students’ learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers’ PCK is enhanced through their participation in the learning study, and further, how students’ learning might be developed as a consequence. © 2014 Taylor & Francis.

  • 113.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Why Does Scientific Literacy Matter in Primary Schools?: Reflections on the OLGC experience2011In: Scientific Literacy Under the Microscope: A Whole School Approach to Science Teaching and Learning / [ed] John Loughran, Kathy Smith & Amanda Berry, Rotterdam: Sense Publishers, 2011, p. 127-137Chapter in book (Refereed)
  • 114.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ämnesdidaktik i lärarutbildningen2012In: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur, 2012, p. 150-172Chapter in book (Refereed)
  • 115.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Johansson, Hans
    Högskolan i Skövde.
    Högberg, Dan
    Högskolan i Skövde.
    Arén, Björn
    Örebro Universitet.
    Söderström, Eva
    Högskolan i Skövde.
    Chibba, Aron
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Distribuerad case-metodik i ingenjörsutbildningen2009In: 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar: 2-3 december 2009 på Lunds Tekniska Högskola, Lund: Lunds Tekniska Högskola, Genombrottet , 2009, p. 71-73Conference paper (Refereed)
    Abstract [en]

    This paper is based on a project in which an academic developer worked as a critical friend for a group of engineering teachers in a Masters program of machine engineering in order to stimulate their collaboration and their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The project was built on collaboration between three different universities, Halmstad, Örebro and Skövde and reports on how teachers, as well as the students collaborative learning experiences.

  • 116.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Loughran, John
    Monash University.
    Developing and assessing professional knowledge as a science teacher educator: Learning about teaching from student teachers2012In: Self-Study in Science Teaching and Science Teacher Education / [ed] S. Bullock & T. Russell, Dordrecht: Springer Netherlands, 2012, p. 121-138Chapter in book (Refereed)
  • 117.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Loughran, John
    Monash University, Clayton, Australia.
    Exploring the development of pre-service elementary teachers’ pedagogical content knowledge2012In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 23, no 7, p. 699-721Article in journal (Refereed)
    Abstract [en]

    This paper explores how a group of pre-service elementary sciencestudent teachers came to understand the development of their Pedagogical ContentKnowledge (PCK) over the course of a semester’s study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they could use to plan for, and assess, the

    development of their professional knowledge and practice as beginning science teachers. All participants were provided with a tool known as a CoRe (Content Representation) and the manner in which they worked with the CoRe was such that it supported them in planning for and assessing their own learning about teaching elementary science through a focus on the development of their PCK. Through analysis of data derived from the application of a CoRe based methodology(modified and adapted for this study) to the teaching of the science topic of Air, participants’ reasons for, confidence in, and perceived meaningfulness of their learning about science teaching could be examined. In so doing, the nature of participants’ PCK development over time was made explicit. The results illustrate real possibilities for ways of enhancing student teachers’ ongoing professional learning in teacher preparation and offer a window into how the nature of PCK in pre-service education might be better understood and developed. © 2011 The Association for Science Teacher Education, USA.

  • 118.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Loughran, John
    Monash University.
    Understanding and Assessing primary science student teachers´ Pedagogical Content Knowledge2010In: NARST 2010 Annual Conference: presentation abstracts, 2010Conference paper (Refereed)
    Abstract [en]

    Despite repeated calls for reliable and valid assessments of teachers’ pedagogical content knowledge (PCK), tools suitable for assessing teachers’ knowledge remain inadequate. Therefore, exploring ways of how to formatively assess student teachers ́ PCK is important; both for understanding how PCK develops and for the ways in which we might develop strategies in teacher education for enhancing science teaching and student teachers ́ professional learning. This paper is based on a science teacher education research project that aims to connect what we know from research on [formative] assessment with what we know about student teachers ́ development of PCK, and, as a consequence, seeks to determine how an articulation of this knowledge might inform meaningful approaches to science teacher education. During one semester, 24 primary science student teachers were provided with tools for assessment (Content Representation (CoRe), self-assessment and reflective activities) in order to examine their approach to the teaching of a topic and the reasons for that approach in ways that might demonstrate the extent of their PCK development over time. The project highlights the potential to positively focus on formative assessment of student teachers’ development of PCK in order to determine how that might contribute to student teachers’ professional learning.

  • 119.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Pendrill, A-M
    Göteborgs Universitet.
    Pettersson, Håkan
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Learning physics with the body: 10-åringars erfarenheter och upplevelser av Newtons mekanik i åkattraktionerna på Liseberg2004Conference paper (Refereed)
  • 120.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Pendrill, Anne-Marie
    Physics and Engineering Physics, Gothenburg University.
    Pettersson, Håkan
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Learning physics with the body2004Conference paper (Refereed)
    Abstract [en]

    Experiments can be one way to interest pupils in science. Here, we describe experiments that incorporate children’s experiences of the body in a setting outside the classroom and shared with teacher students. Pre- and post-tests show that children recalled a number of significant observations concerning the concepts of gravity and inertia. In interviews after the event, the children had a chance to reflect on their experiences. Their responses are analysed and categorised with a socio-cultural approach of learning.

  • 121.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Pendrill, Ann-Marie
    Institutionen för fysik, Göteborgs Universitet.
    Pettersson, Håkan
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), MPE-lab.
    En jämförande studie av olika elevgruppers förståelse av accelerationsbegreppet2005Conference paper (Refereed)
    Abstract [sv]

    Syfte

    Begreppet acceleration har visat sig vara ett svårt begrepp att förstå, även i högre kurser i fysik. Kopplingen mellan acceleration och kraft är ofta oklar. Studenterna har  svårt att förstå hur krafter verkar, eller vilka krafter som finns. De blandar t.ex. ofta in tröghets-krafter. I detta konferensbidrag diskuterar vi resultaten från en jämförande studie av hur 11-åringar, lärarstudenter F-5 och teknisk fysikstudenter (civilingenjörsstudenter) diskuterar och resonerar runt begreppet acceleration. Empirin bygger på fria gruppdiskussioner och intervjuer beträffande accelerationsbegreppet vid experiment i klassrummet och på nöjesparken Liseberg. I denna studie söker vi svar på frågor som: hur påverkas resonemanget och språket av förkunskaper och tidigare erfarenheter av fysik? Vilken inverkan har den lärandekontext de befinner sig i? Hur använder de olika elevgrupperna vardagsspråk kontra vetenskapligt språk då de beskriver begreppet acceleration? Vi är också intresserade av att se hur de tre elevgrupperna relaterar begreppet acceleration till begreppet kraft och om det finns det ett mönster beträffande missuppfattningar av accelerationsbegreppet och kraftbegreppet.

    Bakgrund och teoretisk utgångspunkt

    Gunstone & Watts (i Driver mfl, 1985) har sammanställt några av barns grundläggande idéer och tankar om relationen mellan kraft och rörelse. I dessa studier framkommer det att vanliga  missuppfattningar är att det inte kan finnas någon kraft utan rörelse och att kraft har att göra med levande varelser.

    Studien bygger på ett perspektiv på lärande där kunskap fördjupas i diskurser och där språket är ett viktigt redskap för att utveckla och kommunicera kunskap (Vygotsky, 1934/1986; Dyste, 2003). I sina diskussioner visar barnen och studenterna på ett resonemang där flera fysikaliska termer och begrepp utvecklas, förklaras, exemplifieras och kopplas till ett vardagssammanhang.

    Forskning visar att elever ofta känner sig osäkra inför den naturvetenskapliga diskursen (Schoultz, 2000). De har svårigheter att använda naturvetenskapliga termer och begrepp i samtal och texter. Alltför ofta använder de endast termen för ett fenomen som en korrekt förklaring. För att förstå naturvetenskapen räcker det inte att endast ytligt känna till dessa termer och begrepp utan man måste ha en djupare förståelse av dessa, såväl som en förståelse av hur de är sammanlänkade till en enhetlig begreppsbild.

    I det objektiva naturvetenskapliga språket använder man ett begreppssystem som inte refererar till mänskliga upplevelser. Genom att koppla in de mäskliga upplevelserna av olika fenomen kan begreppen få en ny dimension som kan underlätta förståelsen och inlärningsprocessen.

    Empiriskt material

    Samtliga elevgrupper i denna studie har diskuterat begreppet acceleration både med hjälp av olika klassrumsexperiment, och i samband med olika åkattraktioner på Liseberg. Därför består det empiriska materialet av video och kassettbandinspelningar av gruppdiskussioner vid klassrumsexperiment, men även av diskussioner och spontana intervjuer och videofilmer från Liseberg.

  • 122.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Van Driel, Jan
    Leiden University Graduate School of Teaching, The Netherlands.
    Do we dare to teach physics? - Primary science student teachers´ development of subject matter knowledge and a positive attitude towards physics2008In: Proceedings of ECER 2008, From Teaching to Learning?, Berlin: European Educational Research Association (EERA) , 2008Conference paper (Refereed)
    Abstract [en]

    We know from research that primary school teachers have limited science knowledge which results in a low confidence of teaching science (Appleton, 2003, 2005, 2006). We also know that in particular primary teachers hold conceptions about physical phenomena similar to those hold by school children, although expressed in a more sophisticated language (Cochran & Jones, 1998). The low confidence often results in a teaching limited to ‘science activities that work’ (Appleton, 2003) related to science pedagogical content. Further to this, teachers who have little subject matter knowledge have limited options “…especially if they lack confidence to choose activities that work from science topics about which they know little, or to acquire new science content knowledge for themselves” (Appleton, 2005, p. 42). With this in mind, by focusing attention on how student teachers develop subject matter knowledge and positive attitudes as particular aspects of the knowledge base for teaching (Shulman, 1986, 1987), important factors for this development to occur need to be mapped and conceptualized. In 1986 Shulman focused attention on the subject matter knowledge (SMK) by emphasizing that a teacher cannot explain to his/her students the principles underlying physical phenomena if he/she does not explicitly understand them. Subject matter knowledge refers to a teacher’s quantity, quality and organisation of information, conceptualisations and underlying constructs in a given field of science (Zeidler, 2002). Shulman (1986, 1987) argued further that only subject matter knowledge was not enough for teaching. Hence the question of how the subject matter knowledge was to be transformed made him introduce the term pedagogical content knowledge (PCK) as a special amalgam of subject matter knowledge and knowledge of general pedagogy. In the context of primary science teacher education, research has indicated that primary student teachers often experience physics as difficult and abstract resulting in difficulties to transform the content to the students (Author 1, in press). During physics courses the student teachers learn to use laws and formulas, but they do not manage to link these formulas to the everyday phenomena that they are supposed to teach in primary school. Research has also indicated that science knowledge is a significant factor that influences primary teachers´ attitudes towards and confidence in teaching science (Appleton, 2006, Harlen & Holroyd, 1997). There is a relationship between primary teachers´ subject matter knowledge and their attitudes which in turn affects pupils´ understanding and attitudes (Jarvis & Pell, 2006, Osborne & Simon, 1996).

    Therefore, the project that underpinned this study aimed to make physics more comprehensible and attractive for primary student teachers so that they become able to teach physics in a stimulating way to young children. Research Questions The following research questions formed the basis from which a research study was constructed to appropriately respond to the overall purpose of the study:

    • What factors do primary science student teachers consider as important for their development of subject matter knowledge in physics?

    • How do these factors contribute to the student teachers´ development of SMK and a positive attitude towards physics?

  • 123.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    van Driel, Jan
    Leiden University, The Netherlands.
    Experienced Primary Teachers’ and Primary Science Student Teachers’ Collaborative Learning Through Reflection on Their Science Teaching2008In: 2008 NARST Annual International Conference Program Book / [ed] Penny J. Gilmer, Charlene M. Czerniak, Jonathan Osborne & William C. Kyle, Jr., 2008Conference paper (Refereed)
    Abstract [en]

    This paper addresses the questions of what and how two mentoring primary teachers and two science primary student teachers learned from their common experiences while planning, implementing, and reflecting on different science teaching activities with students aged 7-9 during a four-week school practicum. During four weeks, two lessons each of the student teachers and two of the mentors were video recorded. In connection to each lesson, the student teacher and the mentor, working in pairs, reflected on the video recorded lesson in a stimulated recall session. The student teachers had had training in scientific knowledge but only brief experience of teaching. The mentors were well experienced in the pedagogy of primary teaching and mentoring, but did not feel confident with their science content knowledge. During the reflections the student teachers and the mentors expressed an increased understanding of both teaching and learning science, an improvement of their own practice, and a collaborative learning experience throughout the process of working, observing and reflecting together. The results support new insight into what learning comes from professional relationships built on the process of planning, teaching and reflecting together.

  • 124.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Van Driel, Jan
    Leiden University, The Netherlands.
    Experienced primary teachers’ and primary science student teachers’ collaborative learning through reflection on their science teaching2007Conference paper (Refereed)
    Abstract [en]

    This paper addresses the questions of what and how two mentoring primary teachers and two science primary student teachers learned from their common experiences while planning, implementing, and reflecting on different science teaching activities with students aged 7-9 during a four-week school practicum. During four weeks, two lessons each of the student teachers and two of the mentors were video recorded. In connection to each lesson, the student teacher and the mentor, working in pairs, reflected on the video recorded lesson in a stimulated recall session. The student teachers had had training in scientific knowledge but only brief experience of teaching. The mentors were well experienced in the pedagogy of primary teaching and mentoring, but did not feel confident with their science content knowledge. During the reflections the student teachers and the mentors expressed an increased understanding of both teaching and learning science, an improvement of their own practice, and a collaborative learning experience throughout the process of working, observing and reflecting together. The results support new insight into what learning comes from professional relationships built on the process of planning, teaching and reflecting together.

  • 125.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    van Driel, Jan
    Leiden University.
    How will we understand what we teach? : Primary student teachers´ perceptions of their development of knowledge and attitudes towards physics2011In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 41, no 4, p. 541-560Article in journal (Refereed)
    Abstract [en]

    The research outlined in this paper investigated how student teachers perceived the development of their knowledge and attitudes towards physics through video recorded practical workshops based on experiments and subsequent group discussions. During an 8-week physics course, 40 primary science student teachers worked in groups of 13–14 on practical experiments and problem-solving skills in physics. The student teachers were video recorded in order to follow their activities and discussions during the experiments. In connection with every workshop, the student teachers participated in a seminar conducted by their physics teachers and a primary science teacher; they watched the video recording in order to reflect on their activities and how they communicated their conceptions in their group. After the 8 weeks of coursework a questionnaire including a storyline was used to elicit the student teachers’ perceptions of their development of subject matter knowledge from the beginning to the end of the course. Finally, five participants were interviewed after the course. The results provided insight into how aspects such as self-confidence and the meaningfulness of knowledge for primary teaching were perceived as important factors for the primary science student teachers’ development of subject matter knowledge as well as a positive attitude towards physics.

     

  • 126.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    van Driel, Jan
    Leiden Univ, ICLON, NL-2300 RA Leiden, Netherlands.
    Teaching together and learning together - Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom2010In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 26, no 6, p. 1309-1318Article in journal (Refereed)
    Abstract [en]

    This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7-9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching and mentoring, but did not feel confident about their science content knowledge and the teaching of science. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning.

  • 127.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    van Driel, Jan H.
    Leiden University.
    How will we understand what we teach?: Primary student teachers´ perceptions of how to develop subject matter knowledge and a positive attitude towards physics2009Conference paper (Refereed)
    Abstract [en]

    It is well known that many primary teachers have a negative attitude towards science as well as limited science subject matter knowledge. During a course, 40 primary science student teachers were video recorded to follow their activities during practical experiments in physics. After every workshop, they watched the video in order to reflect on their activities and communication in the group. After the course a questionnaire including a storyline was used to elicit the student teachers´ perceptions of their development of subject matter knowledge during the course. Finally, five participants were interviewed. The results give an insight into factors that primary student teachers described as important to develop subject matter knowledge and a more positive attitude towards physics.

  • 128.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Vikström, Anna
    Department of Arts, Communication and Education, Luleå University of Technology, Luleå, Sweden.
    Making PCK Explicit — Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom2015In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, no 17, p. 2836-2857Article in journal (Refereed)
    Abstract [en]

    One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of the present study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this paper consisted of interviews and video recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test) allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers’ professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time. © 2015 Taylor & Francis 

  • 129.
    Nylund, Jan
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet, Göteborg, Sverige.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Forskningscirklar för skolledare med nyfikenhet som drivkraft2012In: Aktionsforskning i praktiken: Förskola och skola på vetenskaplig grund / [ed] Karin Rönnerman, Lund: Studentlitteratur, 2012, 2, p. 205-219Chapter in book (Other (popular science, discussion, etc.))
  • 130.
    Pelger, Susanne
    et al.
    Faculty of Science, Lund University, Lund, Sweden.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Popular Science Writing to Support Students’ Learning of Science and Scientific Literacy2016In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 46, no 3, p. 439-456Article in journal (Refereed)
    Abstract [en]

    In higher natural science education, the scientific report is the prevailing genre of writing. Despite the fact that communicative skills are highly valued in working life, earlier studies have shown deficiencies among science students. In this paper, we highlight the need for varied communication training, in particularly arguing for the possibilities that students’ popular science writing offers. Our study was based on a questionnaire answered by 64 degree project students in biology. The questions focused on the students’ own experiences of writing about their projects for the general public and what contribution the writing made to their learning of science. A vast majority of the students expressed that the writing helped change their perspectives and that they saw their subject and project in a different light. Many of the students described that the popular science writing made it easier for them to put the science content in a context, to better understand the aim of their own work, and the implications of their findings. We discuss the positive effects that popular science writing may have on students’ subject matter understanding and development of scientific literacy. Our concluding remark is that popular sciencewriting is a useful tool for reflection and that it adds significant value to the students’ capacity to change perspectives, understand their subject and develop scientific literacy. © 2015 Springer Science+Business Media Dordrecht

  • 131.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Handledning mellan politiska mål, lärarpraxis och vetenskaplighet: lärarutbildningens examensarbete2007In: Handledning i pedagogiskt arbete / [ed] Tomas Kroksmark & Karin Åberg, Lund: Studentlitteratur , 2007, p. 355-378Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Inom lärarutbildningen vid Högskolan i Halmstad har handledning och examination av lärarstudenternas examensarbete nyligen förändrats. Studenterna handleds nu i grupper av handledarpar, vilka i sin tur ingår i ett lag som coachas av en kollega. Examinationen av examensarbetena har också förändrats i och med att examinatorer som är externa i förhållande till handledningen införts. Vidare har nya bedömningskriterier utarbetats som skärpt de vetenskapliga kraven och tydliggjort kraven i fråga om examensarbetenas ämnesdidaktiska implikationer och skolverksamhetsrelevans. Slutligen har lärare, rektorer och andra aktörer i för-, grund- och gymnasieskolor engagerats som medreflektörer, vilka ger kollegiala kommentarer till lärarstudenternas examensarbeten. Föreliggande text syftar för det första till att beskriva detta nya sätt att handleda och examinera examensarbeten. För det andra syftar texten till att kritiskt reflektera över handledning och examination i ljuset av dels lärarutbildningens ovanligt spänningsfyllda karaktär, dels dess speciella studiekultur.

  • 132.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    In the tension field between politics, practice and science: Supervision of degree papers in the School of Teacher Education at Halmstad University, Sweden2009Report (Other academic)
  • 133.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Inledning2008In: Språkutveckling och forskningscirklar - utvärderingar av insatser i regi av Malmö Stads Resurscentrum för mångfaldens skola, Halmstad: Högskolan i Halmstad , 2008, p. 2-Chapter in book (Other (popular science, discussion, etc.))
  • 134.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Nöjda som lärare, missnöjda som anställda – skolexistens mellan mening och missnöje2006In: Villkor i arbete med människor, Stockholm: Arbetslivsinstitutet , 2006, p. 19-36Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur kan det komma sig att en relativt stor andel lärare på en och samma gång är missnöjda med en rad arbetsvillkor och upplever att arbetet är meningsfullt? Varför är, med andra ord, många lärare nöjda med sin yrkesutövning som lärare samtidigt som de är missnöjda som anställda? Frågeställningarna har attackerats från flera håll med utgångspunkt från läraryrkets och skolans utveckling under de senaste 20 åren. Många lärare förefaller finna sitt yrkes mening i relationen med eleverna och i de nära arbetsvillkoren. Missnöjets källa förefaller å andra sidan vara förvandlingen av de nära arbetsvillkoren inom ramen för skolans utveckling under de senaste 10-15 åren, som bland annat resulterat i att lärarens roll som underordnad anställd betonats och att yrkesautonomin utmanats.

  • 135.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Pedagogiskt arbete i olika skolkulturer: om likheter och olikheter i "en skola för alla"2004In: Nära gränsen?: perspektiv på skolans arbetsliv : resultat från nio skolforskningsprojekt vid Arbetslivsinstitutet i Malmö, Malmö: Arbetslivsinstitutet , 2004, p. 153-182Chapter in book (Other (popular science, discussion, etc.))
  • 136.
    Persson, Anders
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Power and resistance, powerlessness and action in school2007In: Action research: a Nordic perspective / [ed] Eli Moksnes Furu, Torbjørn Lund och Tom Tiller, Kristiansand: Høyskoleforlaget, 2007, p. 203-219Chapter in book (Other (popular science, discussion, etc.))
  • 137.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Rapporter från ett skolgolv2006In: Rapporter från ett skolgolv: Tio lärare om dilemman och glädjeämnen i skolan, Stockholm: Liber, 2006, p. 136-139Chapter in book (Other (popular science, discussion, etc.))
  • 138.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Samhället som konstant, samhället som variabel: Om olika sätt att rättfärdiga barns och vuxnas lärande2009In: Historien, barnen och barndomarna. Vad är problemet?: En vänbok till Bengt Sandin / [ed] Judith Lind, Cecilia Lindgren, Mats Sjöberg, Karin Zetterqvist Nelson, Linköping: Linköpings universitet , 2009, p. 257-279Chapter in book (Other academic)
    Abstract [sv]

    I antologibidraget visas att lärande, eller kanske snarare deltagande i olika former av utbildning, rättfärdigas på olika sätt beroende på om de som utbildas är barn eller vuxna. Rättfärdigandet sker genom retoriska konstruktioner av samhället som närmast kan ses som motsatser: barnens skolgång rättfärdigas genom att samhället konstrueras som en, åtminstone värdemässig, konstant; vuxnas deltagande i utbildning rättfärdigas å andra sidan genom att samhället konstrueras som en variabel i ständig och omvälvande förändring. Vad ska vi då ha en sådan kunskap om rättfärdigande av utbildning till? Framförallt kan den kunskapen användas i en kritisk reflektion över den idag ymniga utbildningsretoriken.

  • 139.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Vid vägs ände lurar den pedagogiska roboten: Tema: Att leda lärande2008In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, p. 54-57Article in journal (Other academic)
  • 140.
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Why Erving Goffman Never Made it into the Swedish Textbooks2011Conference paper (Refereed)
  • 141.
    Persson, Anders
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Kan läraryrkets hemligheter motstå kvalitetsarbetets styrning av lärarutbildningen?2010Conference paper (Refereed)
    Abstract [sv]

    Lärarutbildningen är en yrkesutbildning på vetenskaplig grund. I vårt paper undersöker vi vad det innebär att lära till lärare i samspelet och spänningarna mellan praxiskunskap, kvalitet och profession. Praxiskunskap är yrkets tysta kunskap som kommer till uttryck i bland annat undervisningspraktikens krav, skolans villkor och socialt relationsarbete. Kvalitet är föreställ- ningar om vad som är en god lärarutbildning och hur dessa tar sig uttryck i en extern styrning omvandlad till kvalitetsarbete. Där möts graden av måluppfyllelse, utbildningskvalitet och vetenskaplig kvalitet. Profession är en motsägelsefull konstruktion som i någon mening intar en mellanställning mellan praxiskunskap och kvalitet genom att förkroppsliga både yrkesmakt och uppdragsgivares styrning av yrkesutövare. Genom att relatera våra egna undersökningar av styrning, lärares yrkesutövning och villkor – t.ex. Perssons artikel Nöjda som lärare, missnöjda som anställda - skolexistens mellan mening och missnöje (2006) och Ranagårdens doktorsavhandling Lärares lärande om elever (2009) – till det konkreta kvalitetsarbete vi är involverade i inom lärarutbildningen i Halmstad vill vi försöka besvara två frågor: 1. Finns det gränser för extern styrning av och insyn i läraryrket och hur konstitueras de i så fall?; 2. Vad vinner och förlorar vi på att läraryrket avförtrollas?

  • 142.
    Persson, Anders
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Samspel,och spänningar mellan profession, styrning och kvalitet2010Conference paper (Refereed)
  • 143.
    Persson, Anders
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Stavreski, Helena
    Arbetslivsinstitutet Syd, Malmö.
    Allting flyter: lärare mellan förvandling, anpassning och reform2004In: Nära gränsen?: perspektiv på skolans arbetsliv : resultat från nio skolforskningsprojekt vid Arbetslivsinstitutet i Malmö, Malmö: Arbetslivsinstitutet , 2004, p. 91-114Chapter in book (Other (popular science, discussion, etc.))
  • 144.
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lärares lärande om elever: en sociologisk studie av yrkespraktik2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This is a study of how professional teachers’ learning about students takes place in relation to changed requirements and new organisational preconditions. Based on an approach from the theory of professions with inspiration by Lipsky’s concept of street level bureaucrats, it examines which strategies or methods teachers develop in order to cope with the changes. Important points of departure for the study are theories of organisation, professions and knowledge. The three phases that are considered to distinguish professional work – diagnosis, inference, treatment – organise the disposition of the work. The study is empirically based on interviews with primary school teachers, recorded development conversations, and teachers’ written documentation for the latter. The teachers’ own accounts of their learning process, as well as how they interpret what is experienced, form an interpretive and analytical foundation together with analysis of the development conversations. Teachers’ meetings with students usually occur with the entire class as a collective, which makes the teaching profession special. Other professionals normally meet their clients individually. At the same time, teachers are expected to individualise the instruction. The study shows how the organisation creates obstacles by intensifying the teachers’ work. This diminishes the leeway for teachers to work professionally. A recurrent problem for the teachers’ teaching is therefore lack of time. They have to find standardised forms such as the categorising of students. The analyses demonstrate that there is great uncertainty about the measures’ effects, and that teachers do not have enough knowledge. One develops new knowledge by trial and error, and the study points to a need for the teachers’ teaching in and through its practice to be given room to develop. In this context the study discusses teachers’ professional language as a hindrance to professional development. As the study also shows, leeway for conversations is a prerequisite for learning about students. This in turn influences the possibilities of creating good relations. The study discusses teachers’ interest in relation-building from a power perspective and as an important tool for successful instruction. But teachers lack tools for handling certain students who challenge the teaching role, and the analysis reveals deficiencies in both the organisation in the profession. According to the study’s results, teachers do not have support for coping with the changes that were made in the schools. Especially the profession’s social dimensions prove to be a weakness for newly educated teachers, who need continued learning in professional practice, but more experienced teachers also lack tools for being able to individualise the instruction. While the causes are numerous, the bottom line is a scarcity of resources – in terms of time, institutional measures for solving problems, and knowledge about how the problems should be solved.

  • 145.
    Rasmusson, Maria
    et al.
    The Department of Education, Mid Sweden University, Härnösand, Sweden.
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    "It's easier to read on the Internet - you just click on what you want to read...": Abilities and skills needed for reading on the Internet2013In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 18, no 3, p. 401-419Article in journal (Refereed)
    Abstract [en]

    Today's youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English. © 2012 Springer Science+Business Media, LLC.

  • 146.
    Rydin, Ingegerd
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Eklund, Monica
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Sjöberg, Ulrika
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Högdin, Sara
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Evaluation of implementation of the "General recommendations for education of newly arrived pupils" issued by the Swedish Agency for Education2011Report (Refereed)
    Abstract [en]

    This evaluation is a part of the project “Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States: Evaluation and Promotion of Current Best Practices” (INTEGRACE). The main objective of the INTEGRACE project is to promote the educational integration of refugee and asylum-seeking children (RASC) in the EU by developing common standards and sharing best practices in policies and programmes development and evaluation,   with a specific focus on the needs of vulnerable groups (e.g. children who have been victims of crime, unaccompanied children).

    The main purpose of this evaluation of best practices concerning refugee and asylum-seeking children (RASC) will be “[...] to analyze to what extent and under what conditions, these practices could be replicated in a different context.” The principle aim of this evaluation and of the SIA to be conducted in Slovenia and Bulgaria will be to assess the possibility of replication and the social impacts of the eventual implementation of a practice which has already been identified and evaluated as a good one in some of the old member states of EU.

    The aim of the conducted evaluation is to facilitate the transfer of knowledge from old to new EU member States, thereby allowing the latter to deal more effectively with the their new migration situation. Furthermore, the evaluation at hand will provide the grounds for developing a common EU framework to addressing the educational needs of RASC in the near future.

    In the Swedish country report a number of so-called best practices aimed for RASC were described. Based on responses and discussions with the partner in Slovenia, a case was chosen on the implementation of the “General recommendations for newly arrived pupils” in three schools in Bollnäs, a municipality, located in the middle of Sweden.

    This report, will therefore analyse in detail how these “General recommendations” are implemented into the Swedish school system in light of an evaluation conducted by the authority The Schools Inspectorate (SI), but also provide the reader with a short note on the reasons for the Swedish National Agency for Education to formulate these recommendations concerning education for newcomers.

    The concept “newly arrived” refers, according to the “General recommendations”, to compulsory, special, upper secondary or special upper secondary school children or youth who arrive in Sweden near the beginning of or during a specific school year. They are not native speakers of Swedish and are as a rule unable to speak or understand Swedish; finding themselves in Sweden on different terms and under different circumstances. Many have a permanent residence permit already upon arrival. Others have obtained a residence permit after a long wait in a refugee camp or lodging with acquaintances. Some are asylum seekers. Of the latter group, most have arrived with their parents, whereas others are unaccompanied and have no legal guardian. Some arrive based on their connections to refugees with a residence permit. Others have come after a parent has married a Swedish citizen. Still others are in hiding in the hope of revision of a previously denied asylum application. Finally, some are so-called paperless children – children or youth present in Sweden who have not applied for a residence permit and who are, thus, not registered with the Migration Board. A child or an adolescent coming to school may, thus, have arrived directly from another country or may have been present in Sweden for a shorter or longer period of time. Thus, being “newly arrived” may mean being new to the school but previously present in Sweden, in some cases having learned Swedish to some extent.4 In other  words, behind the term “newly arrived” we find a vast range of children where refugee and asylumseeking children (RASC) are also included. 

  • 147.
    Rydin, Ingegerd
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Sjöberg, Ulrika
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM). Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Enfants de familles immigrées: les pratiques médiatiques dans le pays d'accueil2008In: Des jeunes et des médias en Europe: Nouvelles tendances de la recherche: actes de l'École de'ete organisée a l'Université de Crete (Grèce) en septembre 2005 / [ed] Geneviève Jacquinot-Delaunay, Evangelia Kourti, Paris: L'Harmattan , 2008, p. 41-64Chapter in book (Refereed)
  • 148.
    Rögnvaldsson, Thorsteinn
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Brink, Joachim
    Halmstad University.
    Florén, Henrik
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Gaspes, Veronica
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Holmgren, Noél
    University of Skövde, Skövde, Sweden.
    Lutz, Mareike
    Halmstad University.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Olsfelt, Jonas
    Halmstad University.
    Svensson, Bertil
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Hoveskog, Maya
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Hylander, Jonny
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Jonsson, Magnus
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Nygren, Jens
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Rosén, Bengt-Göran
    Halmstad University, School of Business, Engineering and Science, Mechanical Engineering and Industrial Design (MTEK).
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Benner, Mats
    Lund University, Lund, Sweden.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Bergvall, Patrik
    Halmstad University.
    Carlborg, Anna
    Halmstad University.
    Fleischer, Siegfried
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Hållander, Magnus
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Mattsson, Marie
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Olsson, Charlotte
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Pettersson, Håkan
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Rundquist, Jonas
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Sahlén, Göran
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Waara, Sylvia
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Weisner, Stefan
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Werner, Sven
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    ARC13 – Assessment of Research and Coproduction: Reports from the assessment of all research at Halmstad University 20132014Report (Other (popular science, discussion, etc.))
    Abstract [en]

    During 2013, an evaluation of all the research conducted at Halmstad University was carried out. The purpose was to assess the quality of the research, coproduction, and collaboration in research, as well as the impact of the research. The evaluation was dubbed the Assessment of Research and Coproduction 2013, or ARC13. (Extract from Executive Summary)

  • 149.
    Rönnerman, Karin
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet, Göteborg, Sverige.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Vetenskaplig grund och beprövad erfarenhet2012In: Aktionsforskning i praktiken: Förskola och skola på vetenskaplig grund / [ed] Karin Rönnerman, Lund: Studentlitteratur, 2012, 2, p. 221-228Chapter in book (Other (popular science, discussion, etc.))
  • 150.
    Sollervall, Håkan
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Linnaeus University, Växjö, Sverige.
    Affordances and Their Mediating Artifacts as Instruments for the Collaborative Design of Innovative Mathematical Learning Activities2012Conference paper (Refereed)
    Abstract [en]

    The unfolding of an affordance, as an opportunity for action, during a learning activity requires the learner to interact with mediating artifacts. The design of a learning activity involves appropriating affordances and embedding them in the activity in such a manner that the learner is invited to unfold the affordances, through interaction with their mediating artifacts in accordance with pre-defined hypothetical learning trajectories. In this paper, the notion of affordances is used explicitly in the discussion of two previous research efforts. We argue that the notion of affordances, which was tacitly used in these efforts and aligns well with the methodology of scenario-based design,may beused as an instrument for the collaborative design of innovative mathematical learning activities.

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